SỞ GIÁO DỤC VÀ ĐÀO TẠO ĐỒNG NAI Đơn vị THPT NGÔ QUYỀN Mã số SÁNG KIẾN MAKING USE OF AUTHENTIC MATERIALS TO IMPROVE GRADE 10 STUDENTS’ VOCABULARY Người thực hiện Trần Lĩnh vực nghiên cứu Quản lý giáo d[.]
Background /context
Instructional materials are essential for enriching students’ vocabulary, enabling effective communication in both daily life and academic settings Using authentic materials in language learning enhances students' vocabulary acquisition and overall English proficiency Incorporating authentic resources as a teaching tool can significantly improve students' word power, making language use more practical and contextually relevant To maximize their benefits, authentic materials should be integrated into the teaching practices across all grade levels, supporting continuous vocabulary development.
Keywords: instructional materials, authentic materials, vocabulary knowledge, vocabulary acquisition.
Rationale
Effective communication is the primary purpose of language, making vocabulary development crucial; Lewis (1993) emphasizes that vocabulary is the core of language, significantly enhancing academic skills such as writing and research For Ngo Quyen High School students aspiring to study abroad, a strong vocabulary is essential for excelling in exams like the SAT, which require understanding complex texts on diverse topics like aviation and mining to produce detailed reports Mastering vocabulary is particularly vital for students preparing for proficiency tests such as IELTS and TOEFL Consequently, innovative teaching methods are needed at Ngo Quyen High School to expand students’ vocabulary knowledge, thereby supporting their academic and language testing success.
Authentic materials, as defined by Ellis and Johnson (1994:157), are real-world resources not specifically designed for language learning, including items such as newspapers and other genuine texts These authentic resources provide learners with real-life language usage, enhancing their comprehension and communication skills Incorporating authentic materials into language teaching offers learners exposure to natural language, idiomatic expressions, and cultural context, making language learning more engaging and effective.
2 brochures, tickets, TV programs, live talks movies, songs, comics and so forth. Throughout the time, researchers like Rings (1986), Peacock (1997) and Gilmore
(2007) have proved that authentic materials are indispensable within the classroom.
Based on my teaching experience, even high-achieving students often struggle when reading financial reports, credit contracts, advertisements, and prescriptions Authentic materials are essential because they expose students to real-world language used frequently by native English speakers Engaging with such materials helps students improve their vocabulary and overall language comprehension.
The scope of the research and research aims
This mini research investigates the effectiveness of authentic materials in enhancing vocabulary acquisition among Vietnamese EFL learners, focusing on tenth-grade students at Ngo Quyen High School Utilizing authentic materials as teaching resources not only improves language learning outcomes but also ensures the practicality and relevance of lessons The study aims to answer key questions regarding how authentic materials impact vocabulary development and their feasibility as an effective teaching tool in the EFL classroom.
1 Do authentic materials benefit students’ vocabulary acquisition ?
2 How practical are authentic materials in English classes ? skkn
REALITY OF TEACHING AND LEARNING VOCABULARY
Ngo Quyen High School is a prestigious academic institution in Dong Nai province renowned for its rich educational tradition and commitment to excellence Each year, the school admits high-achieving students who excel in entrance exams, demonstrating superior academic abilities, especially in English To maintain its reputation, it is essential for educators to stay updated with the latest teaching methodologies and incorporate recent educational findings into their lessons.
Teaching students with outdated course books from 2006 presents significant challenges, as their content often features irrelevant and obsolete topics like floppy disks in the computer section This requires me to spend time explaining historical technology rather than delivering current computer literacy lessons Additionally, when covering topics such as "a new kind of zoo" in the speaking section, students frequently associate terms like "safari" with wild animal trips in Africa and confidently pronounce related words like hyena and koala These instances highlight the difficulty of maintaining student engagement and expanding their vocabulary solely through the textbook, emphasizing the need for supplementary, up-to-date teaching materials.
Effective teaching requires continuous innovation to engage students actively Encouraging students to explore reference books, sample texts, and listening scripts fosters autonomy and deepens their understanding However, over-reliance on prepared materials may reduce originality in lessons Starting a class with an open mind and without prior exposure can lead to a fresher perspective and greater appreciation of the lesson, enhancing overall learning outcomes.
RESEARCH CONTENT
Research procedure/ definitions of terms
In this study, 80 tenth-grade students were selected, with 40 students assigned to the experimental group and 40 to the control group The experimental group participated in lessons utilizing authentic materials, while the control group followed traditional, conventional teaching methods This research aims to compare the effectiveness of authentic materials versus conventional instruction on student learning outcomes.
Before beginning the study, both groups will complete a pre-test to ensure they start at the same proficiency level At the conclusion of the second semester, participants will take a post-test to measure their progress and collect scoring data These scores will serve as crucial data for research analysis, helping to evaluate the effectiveness of the instructional methods The comparison of pre- and post-test results will provide insights into student learning outcomes and inform the study's findings.
With the participation of my colleagues, comparisons between the control group and the experimental group will be made to examine the effect of authentic materials on students’ vocabulary improvement.
1.2 Data collection procedure a Post-test and pre-test
A pre-test will be conducted during the first week to assess learners' English vocabulary skills This test aims to evaluate participants' language competence and ensure that both groups start at an equal level Conducting this vocabulary-based assessment helps the researcher verify the initial equivalence of the groups before the study begins.
A post-test at the end of the second term for the two will examine students’ improvement groups after 8 weeks treatment.
It is noted that the students are informed about criteria and grading rubrics before the test to avoid any possible misunderstanding or ill preparation among students. b Classroom observations
Three colleagues from the English group will participate in monthly classes using authentic materials, observing the instructor and taking notes for their observation reports During these lessons, all teaching and learning activities are videotaped for detailed analysis, ensuring comprehensive evaluation of teaching effectiveness Additionally, student questionnaires are utilized to gather valuable feedback, contributing to the continuous improvement of the classroom experience.
An experimental group will complete a 5-point Likert scale questionnaire designed to assess students' attitudes towards using authentic materials for vocabulary development Clear instructions will be provided to ensure proper understanding and accurate responses Additionally, teacher interviews will be conducted to gather qualitative insights into the effectiveness of the application, enhancing the overall evaluation of the teaching approach.
An interview was conducted with three English teachers from my team to assess their attitudes toward enhancing vocabulary through authentic materials The interview questions, which were shared with my colleagues a week in advance, included both closed and open-ended sections to gather comprehensive insights The entire interview process was recorded for future analysis, ensuring accurate evaluation of their perspectives on using authentic resources for vocabulary development.
1.3 Data analysis a Qualitative data analysis
The study analyzes data from three sources—classroom observations, questionnaires, and teacher interviews—using colored coding to identify key trends, themes, and patterns This comprehensive evaluation aims to refine the educator's teaching philosophy and improve the design of questionnaires and tests for both groups The process culminates in providing well-informed conclusions and suggestions related to the research topic, ensuring an insightful and data-driven approach.
Pre-test and post-test scores will be automatically analyzed using statistical software such as SPSS and Excel, applying the independent sample t-test formula Our team will then hold a meeting to review the results and evaluate the effectiveness of the method.
Literature review
Vocabulary is essential for developing students' four key language skills—speaking, listening, reading, and writing—highlighting its vital role in language learning Wilkins (1972) emphasizes that "without grammar, very little can be conveyed, without vocabulary, nothing can be conveyed," underscoring the importance of vocabulary mastery Additionally, Richards and Renandya (2002) assert that vocabulary is the core component of language proficiency and foundational for effective communication Therefore, ensuring learners acquire sufficient vocabulary should be a top priority for all language educators to enhance overall language competence.
According to Nation and Meara (2010), achieving intermediate English proficiency requires knowledge of approximately 5,000 word families, while advanced proficiency generally demands at least 6,000 words Chujo and Oghigian (2009) highlight that to perform effectively on international English exams, learners should have a minimum vocabulary of 4,000 words for 95% coverage on the TOEIC and around 4,500 words for the TOEFL For Vietnamese high school students studying English as a Foreign Language (EFL), increasing vocabulary size is essential for academic success and achieving their language learning goals.
Effective language teaching requires appropriate strategies to enhance proficiency and build self-confidence (Oxford, 1990) Utilizing authentic materials in vocabulary learning, which imitate real-world situations, increases student engagement and variety, making learning more meaningful (Herod, 2002; Nunan, 1989) When students are motivated by authentic content, they find language learning more relevant and easier to apply, leading to better vocabulary acquisition (Nunan, 1989) For example, research by Pellicer-Sánchez and Schmitt (2010) shows that reading authentic novels helps learners recognize 84% of word meanings and spellings, and recall 55% of their meanings and 63% of their word classes, demonstrating the effectiveness of authentic materials in vocabulary development.
Al Nabhani (2015) highlights that authentic source vocabulary may not always align with students' immediate needs or language levels While Guariento and Morley (2001) emphasize that authentic texts can cause lower learners to experience frustration, confusion, and lack of motivation, Miller (2005) and McNeil (1994) argue that authentic materials can still be effectively used with lower-level students when selected carefully and sensitively.
Adaptation
Below are some lesson designs with authentic materials from both national and international sources.
* Unit 5: Technology And You – Listening: Adapted from BBC news.
Task 1 Listen to the conversation between the two reporters and answer the questions based on what you hear The recording will be spoken TWICE
B He didn’t finish his book.
C His laptop was not good.
2 The survey has found percent of executives said employees were using their own personal computing technologies for business purposes.
3 What will the woman do if she has a problem with her laptops?
A She will try to repair her laptops.
B She will call IT supporters.
C She will ask her friends for help.
D She will talk to other laptop users. skkn
4 Why does the man find it hard to speak with the IT department?
A Because they use a lot of technical terms
B Because they use English a lot
C Because they don’t speak clearly
Task 2: Listen to the conversation and fill in each of the blanks with only one word The recording will be spoken TWICE
Feifei: So it’s not always easy, even if it’s the office computer.
Neil: No, as I’m sure You know, Feifei There are always problems, and that’s when you need to be able to talk to your company’s IT support
– that’s information (5) But what should you say ? Oh look, it’s Business Betty! Hi Betty, great to have you here as usual.
Thank you, Neil! It's always a pleasure to be here No matter what device you're using or where you are, when you encounter a technological problem, it's important to clearly explain the issue so that it can be effectively addressed.
(7) what the IT expert is saying to you Let’s start with the problems.
BB: Maybe you can’t (8) to the internet So the IT support person, he or she might offer you some advice For example: You
Neil: need to install an update Or the problem might be more
(9) to fix Or maybe it can’t be fixed at all I’m afraid.
BB: Hopefully it won’t ever be that bad ! They might give the
(10) most of us have heard at one time and which seems to work very well: give your computer a re-boot – turn it
Both: off and on again.
My pleasure So if there’s nothing else, I'll be off Bye for now.
Task 3 Tell the class about your problem with technology Give your explanation and feeling of technology.
* Unit 10: Conservation – Speaking: Adapted from Safari West Wildlife Preserve & African Tent Camp website.
WELCOME TO THE SONOMA SERENGETI. skkn
Established in 1993, Safari West is one of the top wildlife destinations in the United States, offering visitors an immersive experience with a diverse collection of animals Located in the scenic woods and rolling hills of Sonoma County, Safari West provides a unique, Africa-like safari adventure right in California With its natural beauty and extensive wildlife exhibits, Safari West is the closest you can get to an African safari without leaving the country.
Safari West has been a premier destination for over twenty years, offering visitors an immersive experience to witness the wonder of wildlife face-to-face Dedicated to educating and inspiring, we introduce both large and small animals to generations of guests, aiming to ignite curiosity, wonder, and compassion for wildlife Our mission is to foster wildlife advocacy, encouraging protection and preservation of these beautiful, often endangered, creatures.
Safari West warmly welcomes visitors daily, demonstrating our commitment to conservation, environmental education, and stewardship Our ongoing projects and programs highlight our dedication to promoting individual responsibility and environmental awareness, reinforcing our mission to protect and preserve wildlife and natural habitats.
We invite you to join us in this worthy pursuit.
Task 1: List out the advantages of keeping animals in this new kind of zoo
Task 2: Work in group Discuss the advantages and disadvantages of keeping keeping animals in the Safari in comparison with the Zoo.
-From my point of view, …
- I agree that - I don’t agree that
- You have my full that - I can’t go with that
- I’m in agreement with you that … - I’m in disagreement with you that …
Task 3: Make group reports, sharing your views with the rest of the class.
* Unit 11: National Parks – Reading: Adapted from Bach Ma national park management website.
Bach Ma Mountain is the wettest region in Vietnam, receiving approximately 8,000 mm of rainfall annually, primarily between September and December The areas at the mountain's base still experience about 3,000 mm of precipitation each year Humidity levels are consistently high, ranging from 85% to 95%, creating a humid and lush environment Even during the driest months of March and April, humidity rarely drops below 75%, maintaining the area's moist climate year-round.
Bach Ma Mountain’s summit area, due to its high altitude, remains approximately 7°C cooler than the surrounding lowlands During December and January, temperatures typically drop to around 15°C, offering a cooler climate at the peak The hottest months in the region are from May to August, when temperatures rise significantly, making it an ideal destination for those seeking varied seasonal weather conditions.
Weather in the park area can change rapidly, with mornings often sunny and afternoons turning cloudy with heavy rain The proximity to the sea also results in frequent strong winds, impacting outdoor activities.
February is an ideal time to explore Bach Ma National Park, when vibrant red Rhododendron simsii blossoms bloom, complemented by dry weather and pleasant temperatures While most visitors flock to Bach Ma in summer to escape the heat, the park experiences a surge of tourists during weekends in June, July, and August The arrival of the first heavy rains in September signals the end of the high tourist season, restoring tranquility and serenity to the area.
Task 1 Find the word in the passages that best suits each of the following definitions.
1 precipitation rain, snow, etc that falls; the amount of this that falls
2 _ the height above sea level
3 _ the amount of water in the air
4 _ the state of being near somebody/something in distance or time
5 _ the plants of a particular area, type of environment or period of time
Task 2 Choose the correct answers by circling A, B, C or D.
1:It can be inferred from the passage that
A.The weather seems changeable within the day.
B Tourists will suffer from extreme heat in the park.
C.The strong winds are caused by the heavy rain in the afternoon.
D.The park only supports plant and animal species from the south of Vietnam.
2: Bach Ma National Park is about 7 degress cooler than the surrounding because of its
A high location B tropical zone C enormous size D humidity.
3:What can tourists do in Bach Ma National Park ?
A View the red Rhododendron simsii blossoms. skkn
B Escape the cold weather of Northern climate in February.
C Take a shower under the falling rain in the park D feed the rare animals in Bach Ma National Park
4:Which statement is TRUE about Bach Ma National Park?
A.All flowers known in Vietnam can be found here.
B The altitude is one cause to the changes in the weather in the park.
C.Tourists like to visit Bach Ma most in July and August.
D.February is favourable for a trip to Bach Ma.
Task 3 If you have a one-day trip to Bach Ma National Park, what will you do there ?
*Unit 14: The World Cup – Writing an annoucement: Adapted from Grivan academy website ( UK).
Merits and defects of the study
International studies emphasize the importance of authentic materials in language learning, highlighting their role in improving vocabulary competence Incorporating these materials can make lessons more engaging, enjoyable, and meaningful for students, fostering better participation Additionally, this approach provides a valuable scientific resource for educators to enhance their teaching methods and support students’ vocabulary acquisition in future lessons.
Traditional teachers often rely heavily on course books, which can restrict the integration of authentic materials in language teaching Incorporating authentic resources into lessons enhances real-world language exposure and learner engagement To facilitate this, EFL teachers should dedicate more time to integrating authentic materials and participate in targeted workshops on innovative English teaching methodologies Expanding training opportunities at both school and provincial levels can support teachers in effectively adopting authentic resources, ultimately improving language learning outcomes.
Overcrowded classrooms in government schools, often housing over 40 students per room, pose significant challenges for teachers in providing individual attention This high student-to-teacher ratio reduces teachers' ability to focus on each learner and deliver accurate feedback To address this issue, implementing peer checking activities, regular revisions, and periodic tests is essential, as these methods promote continuous learning and active student participation, ensuring effective educational outcomes.
Evaluation of the research
Traditional teachers primarily relied on textbooks as their main teaching resource However, technological advancements have made authentic materials readily accessible online, enhancing the learning environment This shift provides students with diverse and rich sources that support their curiosity and real-world exploration, increasing engagement and motivation As a result, students become more involved in lessons and achieve better outcomes in tests and exams The use of authentic materials through technology significantly improves the effectiveness of teaching and learning processes.
Using authentic materials in teaching vocabulary to grade 10 students significantly enhances their vocabulary knowledge, leading to improved performance in lessons and tests Authentic materials also boost student engagement by making lessons more interesting and relevant to their interests Teachers can select topical content that resonates with students, encouraging enthusiastic participation Additionally, incorporating authentic contexts adds originality to each lesson, making learning more meaningful and effective.
Due to the lack of dedicated reference books for these materials, students must actively process the information through self-guided learning, fostering a deeper cognitive engagement compared to traditional lessons This approach enhances their understanding and retention, making the learning experience more effective and personalized The applicability of this research highlights its potential to improve educational methods by promoting autonomous learning in students across various disciplines.
Thanks to this advancement, I believe we can significantly improve English teaching at Ngo Quyen High School I am hopeful that these improvements will be extended to the broader English education profession across the province To achieve this, organizing more provincial workshops is essential, where I can present my findings and collaborate with colleagues to stay updated with the latest global innovations in English teaching.
This study investigates an effective teaching resource for enhancing students’ vocabulary at Ngo Quyen High School, following the IMRAD (Introduction, Method, Results, And, Discussion) structure to ensure scientific rigor While preparing lessons from real social contexts requires additional effort from teachers, the outcomes are highly rewarding, as these lessons significantly motivate students to master the language Incorporating authentic social materials into vocabulary instruction proves to be a beneficial strategy for fostering student engagement and improving language learning.
Al Nabhani, S S., & Al Azri, R H (2015) The Importance Of Authentic Reading
Materials In The Development Of Reading Skills Of Grade Ten Students In The
Government Schools Of The Sultanate Of Oman International Journal of
Chujo, K., & Oghigian, K (2009) How many words do you need to know to understand TOEIC, TOEFL & EIKEN? An examination of text coverage and high frequency vocabulary The Journal of Asia TEFL, 6(2), 121-148.
Gilmore, A (2007) Authentic materials and authenticity in foreign language learning Language teaching, 40(2), 97.
Guariento, W & J Morely (2001) Text and task authenticity in the EFL classroom. ELT Journal, 55 (4), 347-353.
Herod, L (2002) Adult learning from theory to practice Heinle and Heinle Publishers Heinemann
Lewis, M (1993) The lexical approach: The state of ELT and a way forward. Hove, UK: Language Teaching Publications. skkn
McNeill, A (1994) What Makes Authentic Materials Different ? The Case of
English Language Materials for Educational Television Papers presented at the
Annual International Language in Education Conference, Hong Kong.
Miller, M (2005) Improving aural comprehension skills in EFL, using authentic materials: an experiment with university students in Nigata, Japan Unpublished master‘s thesis, University of Surrey, Australia.
Nation, P., & Meara, P (2010) Vocabulary In N Schmitt (Ed.), An introduction to applied linguistics (2nd ed.) (pp 252-267) London: Hodder Education
Nunan, D (1989) Designing tasks for the communicative classroom Cambridge University Press
Oxford, R (1990) Language learning strategies: What everyteacher should know. Boston: Heinle & Heinle
Peacock, M (1997) The effect of authentic materials on the motivation of EFL learners ELT journal, 51(2), 144-156.
Pellicer-Sánchez, A., & Schmitt, N (2010) Incidental vocabulary acquisition from an authentic novel: Do Things Fall Apart?.
Richards,W., & Renandya, A (2002) Methodology in language teaching: An anthology of current practice 157-272 New York: Cambridge University Press.
Rings, L (1986) Authentic language and authentic conversational texts Foreign Language Annals, 19(3), 203-208.
Wilkins, D (1972) Linguistics in language teaching London: Arnold.
Biên Hòa, ngày 06 tháng 6 năm 2020
HỘI ĐỒNG CÔNG NHẬN SÁNG
KIẾN TẠI CƠ QUAN, ĐƠN VỊ
NƠI TÁC GIẢ CÔNG TÁC
Student questionnaire
This questionnaire aims to explore students' opinions on learning with authentic materials, providing valuable insights for educators Your responses will help English teachers improve their teaching methods by understanding students' attitudes and preferences Please select the options that best reflect your views by checking the appropriate boxes; there is no need to include your name.
A What do you think about vocabulary learning at high school ?
1 Very important 2 Important 3 Not bad
B How is the lesson when you are taught with the new materials ?
1 Very interesting 2 interesting 3 Not bad
C What is your opinion on your vocabulary knowledge after the lesson(s) ?
1 Have a complete understanding of vocabulary knowledge
2 Understand the vast majority of learned vocabulary knowledge
3 Feel unclear about vocabulary knowledge
4 Feel completely confused about vocabulary knowledge
5 Not able to use vocabulary from the lesson
Thank you very much for your co-operation skkn
Teacher interview
This survey aims to gather your opinions on the use of authentic materials in vocabulary teaching Your feedback will help identify the most effective methods for teaching vocabulary, enhancing language learning experiences.
Please feel free to answer the following questions below:
1 Besides the four important skills, what do you think is the most important in teaching English? (Vocabulary, Grammar, Pronunciation, etc.) Why?
2 How do your students often learn vocabulary ?
3 What materials do you often use in teaching vocabulary ? (English 10 textbooks, specified vocabulary book, workbook, etc.)
4 From your point of view, what is the purpose of authentic materials in teaching vocabulary ?
5 How often do you teach vocabulary using authentic materials ?
6 What are some difficulties you encounter when teaching with authentic materials?
7 How do your students feel when they are taught with authentic materials ?
8 Do you think that teaching vocabulary using authentic materials is more effective than the conventional methods in the textbook ?
9 Do you think that teaching with authentic materials will be implemented in your teaching in the long run? Why?
10 In your opinion, what is the best way of teaching vocabulary ?
Thank you very much for your co-operation skkn Đơn vị: Trường THPT Ngô Quyền
Biên Hòa, ngày 16 tháng 06 năm
2020 PHIẾU ĐÁNH GIÁ, CHẤM ĐIỂM, XẾP LOẠI SÁNG KIẾN
Phiếu đánh giá của chuyên gia đánh giá/giám khảo thứ nhất
Making use of authentic materials to improve grade 10 students’ vocabulary
Họ và tên tác giả:
Họ và tên thành viên thứ nhất: TrầnVănNghĩa
Chức vụ: Tổ trưởng Đơn vị: TrườngTHPTNgôQuyền
Số điện thoại của chuyên gia/giám khảo: 0913130131
* Nhận xét, đánh giá, cho điểm và xếp loại sáng kiến: 1 Tính mới
Nhận xét khác (nếu có):
Tổng số điểm: /30 Xếp loại:
Phiếu đánh giá này do chuyên gia hoặc giám khảo đầu tiên của đơn vị đánh giá chấm điểm, xếp loại theo quy định của Sở Giáo dục và Đào tạo Thông tin trên phiếu cần được ghi rõ ràng và đầy đủ, có ký xác nhận của thành viên đánh giá Phiếu này phải được đính kèm vào mỗi cuốn sáng kiến cùng với Phiếu nhận xét, đánh giá sáng kiến của đơn vị để đảm bảo tính chính xác và minh bạch trong quá trình đánh giá.
CHUYÊN GIA/GIÁM KHẢO THỨ NHẤT
(Ký tên, ghi rõ họ và tên) skkn Đơn vị: Trường THPT Ngô Quyền NAM Độc lập - Tự do - Hạnh phúc
Biên Hòa, ngày 16 tháng 06 năm
2020 PHIẾU ĐÁNH GIÁ, CHẤM ĐIỂM, XẾP LOẠI SÁNG KIẾN
Phiếu đánh giá của chuyên gia đánh giá/giám khảo thứ hai
Making use of authentic materials to improve grade 10 students’ vocabulary
Họ và tên tác giả: Trần Đức Tồn
Chức vụ: Giáo viên tiếng Anh
Họ và tên chuyên gia/giám khảo: LươngThịThuHà
viêntiếngAnh Đơn vị: TrườngTHPTNgôQuyền
Số điện thoại của chuyên gia/giám khảo: 0933855675
* Nhận xét, đánh giá, cho điểm và xếp loại sáng kiến: 1 Tính mới
Nhận xét khác (nếu có):
Tổng số điểm: /30 Xếp loại:
Phiếu đánh giá sáng kiến cần được chuyên gia hoặc giám khảo thứ hai của đơn vị đánh giá chấm điểm, xếp loại theo quy định của Sở Giáo dục và Đào tạo Thông tin trên phiếu phải ghi đầy đủ, rõ ràng, có ký tên xác nhận của thành viên thứ nhất Phiếu này phải đi kèm với mỗi sáng kiến và được đóng chung vào cuốn sáng kiến đó để đảm bảo tính hợp lệ và minh bạch trong quá trình đánh giá.
CHUYÊN GIA/GIÁM KHẢO THỨ HAI
(Ký tên, ghi rõ họ và tên) skkn Đơn vị: Trường THPT Ngô Quyền NAM Độc lập - Tự do - Hạnh phúc
Biên Hòa, ngày 20 tháng 06 năm 2020
PHIẾU NHẬN XÉT, ĐÁNH GIÁ SÁNG KIẾN
Making use of authentic materials to improve grade 10 students’ vocabulary
Họ và tên tác giả: TrầnĐứcTồn
Đơn vị: TrườngTHPTNgô Quyền
Lĩnh vực: (Đánh dấu X vào các ô tương ứng, ghi rõ tên bộ môn hoặc lĩnh vực khác)
- Quản lý giáo dục - Phương pháp dạy học bộ môn:
- Phương pháp giáo dục - Lĩnh vực khác:
Sáng kiến đã được triển khai áp dụng: Tại đơn vị Trong phạm vi toàn ngành
1 Tính mới (Đánh dấu X vào ô ở cuối 01 trong 05 nội dung dưới đây)
(1) Không có tính mới hoặc chỉ lập lại, sao chép từ các giải pháp đã có
(2) Có cải tiến so với giải pháp đã có với mức độ ít
Giải pháp đã có những cải tiến đáng kể so với các phương án trước đó, mang lại mức độ trung bình trong phạm vi của cơ quan, đơn vị Đồng thời, giải pháp này còn thể hiện tính mới và sáng tạo trong phạm vi toàn ngành cấp huyện, góp phần nâng cao hiệu quả quản lý và hoạt động của các đơn vị liên quan.
Dựa trên đánh giá, giải pháp mới này có mức độ cải tiến khá so với các phương án đã có, mang lại hiệu quả rõ rệt trong ngành cấp huyện Ngoài ra, nó còn thể hiện tính đổi mới trong phạm vi toàn ngành cấp tỉnh, góp phần nâng cao chất lượng và hiệu quả quản lý của hệ thống.
Sáng kiến có tính mới cao hoặc được hình thành lần đầu tiên trong phạm vi toàn ngành cấp huyện hoặc cấp tỉnh, mang lại giá trị đổi mới đáng kể Những sáng kiến này có khả năng tạo ra sự đột phá trong phạm vi toàn quốc, góp phần thúc đẩy sự phát triển và nâng cao hiệu quả hoạt động Tính mới của sáng kiến thể hiện sự sáng tạo và khả năng ứng dụng trong thực tiễn, tạo tiền đề cho những bước tiến mới trong lĩnh vực quản lý và phát triển địa phương.
2 Hiệu quả (Đánh dấu X vào ô ở cuối 01 trong 05 nội dung dưới đây)
Hiện chưa có minh chứng thực tế rõ ràng hoặc các bằng chứng này chưa đủ đáng tin cậy để xác định hiệu quả của sáng kiến, khiến cho việc đánh giá hiệu quả của các sáng kiến còn gặp nhiều hạn chế Các sáng kiến chưa thể chứng minh được rõ ràng hiệu quả hoặc mang lại kết quả rất nhỏ trong cơ quan, đơn vị, làm giảm khả năng thúc đẩy ứng dụng và phát triển các sáng kiến mới hiệu quả hơn.